Flipped classrooms: What to consider when making the switch

Flipped classrooms have been around since the 1990s, attracting mainstream interest from the late noughties, and more widespread traction after COVID-19.

Moving to remote learning during the pandemic, institutions, educators, and students became more comfortable with digital learning technologies and self-directed study at home. This has opened up opportunities to experiment with new learning techniques, with the view to improve student engagement and academic performance.

One such approach is the flipped classroom model. But what exactly is this inverted model of teaching and learning?

What is the flipped classroom / flipped learning?

Flipped classrooms employ an inverted learning model, where students engage with new material at home before exploring it further in class.

Learners use traditional textbooks and digital resources—like videos and interactive tools—to get to grips with the foundations of a topic. Then embed this learning in the classroom through discussions, guided instruction, projects, and problem-solving activities.

The concept of being ‘flipped’ refers to how this model inverts traditional classroom-home activities.

In traditional teaching, students are introduced to new concepts in class and embed that knowledge at home through independent study.

In flipped classrooms, students explore new concepts at home through independent study and embed that knowledge in class.

Flipped learning vs traditional teaching: What’s the difference?

How did the flipped classroom model develop?

Without getting too bogged down in educational history, the flipped classroom model evolved from constructivist theory, first advocated by John Dewey and Lev Vygotsky in the early 20th century.

Constructivism believes that learners create—or ‘construct’—their own understanding through active engagement with content, rather than by passively receiving information.

In 1990, Eric Mazur—then a professor at Harvard University—introduced the idea of ‘peer instruction’, which is very similar to our current definition of flipped learning. Students learned concepts at home and class time was used for group work and problem-solving.

In 2007, inspired by Mazur’s example, high school teachers Jonathan Bergmann and Aaron Sams introduced flipped learning at their school in Colorado. They recorded lectures for students to watch at home, freeing class time for more applied learning.

However, it was the COVID-19 pandemic that truly embedded the flipped classroom concept, as the rapid rollout of remote and hybrid learning models forced educators to embrace digital tools. Equipped with newfound confidence in recorded materials and online learning, institutions were more able to experiment with alternative education models.

Benefits of flipped learning

The main benefit of flipped learning is that it boosts academic achievement. By increasing student engagement and enhancing higher-order thinking skills, the flipped classroom can deliver stronger student outcomes.

1. Improved comprehension: Students engage with learning materials at a pace and in a place of their choosing, leading to better comprehension of materials.
2. Increased engagement: Flipped classrooms promote more active learning, which increases student engagement with content.
3. Higher contact time: This model frees up time for more contact and interaction between students and faculty.
4. Develops higher-order thinking skills: Instructors have more time to support student skill development, such as problem-solving and critical thinking (Deepa, 2023).
5. Personalized learning: Students can engage with topics in a manner of their choosing: reading, watching videos, etc – which caters to diverse cognitive styles.

These benefits may explain why students have a better perception of flipped classrooms compared to standard teaching (Kim et al., 2014), and why flipped learning has often proven to be more effective than traditional methods (Chang and Hwang, 2018).

Flipped classroom challenges and considerations

However, flipped learning isn’t without challenges. If the perfect pedagogy existed, it would be universally adopted. Let’s look at some issues that institutions may face when implementing a flipped classroom.

1. Tech barriers: Both institutions and students need access to, and expertise in, technology to make the most of digital learning tools.
2. Equity issues: Students may face obstacles to effective home learning including caring responsibilities or an unstable home environment (read more on equity and equality).
3. Increased workload: In the implementation phase, at least, educators face extra work to create and curate learning resources.
4. Student adjustment: Students may struggle with self-motivation, time management, and preparedness, undermining the efficacy of the flipped classroom approach.
5. Parental resistance: Institutions may face resistance from parents and caregivers who are unfamiliar with the approach or feel burdened by it.

Issues such as parental resistance and student adjustment could easily undermine the efficacy of the flipped classroom model. More troubling, equity issues could result in some students being unfairly disadvantaged by this approach.

Traditional vs flipped learning: Which is better?

When comparing traditional vs flipped learning, there’s no ‘best’ way of teaching students. For all the research into the benefits of flipped classrooms, the efficacy of this model depends on several factors. For example:

1. Some subjects better lend themselves to this approach—such as STEM subjects that benefit from increasing the time available for practical work
2. Some students are more likely to succeed with this approach—such as self-motivated learners, those with stable home lives, and those with access to technology
3. Some institutions have the expertise and resources to implement flipped learning more effectively

As with all pedagogical approaches, it’s best to use the flipped classroom as one approach in a diverse mix of teaching methods. This ensures all students and learning styles are catered for, and learners get a well-rounded educational experience.

Effective strategies when implementing the flipped classroom model

Kim et al. provided nine design principles for effective flipped learning, and these form a strong foundation for any institution looking to implement the model. They recommend the following.

1. Provide an opportunity for students to gain first exposure to content before class.
2. Provide an incentive for students to prepare for class.
3. Provide a mechanism to assess student understanding.
4. Provide clear connections between in-class and out-of-class activities.
5. Provide clearly defined and well-structured guidance.
6. Provide enough time for students to complete the assignments.
7. Provide facilitation for building a learning community.
8. Provide prompt/adaptive feedback on individual or group works.
9. Provide technologies familiar and easy to access.

Building on that, here are some practical tips to help achieve those principles.

Define clear learning outcomes

The flipped classroom model isn’t about simply ‘reading’ or ‘watching’ something before class. It’s about critically engaging with pre-class materials and developing their depth of knowledge. When assigning materials, be clear on what you expect the students to gain from them.

For example, in biology, don’t just say ‘read Chapter 6 on genetics’. Set clear learning objectives such as distinguishing between different types of gene mutation and understanding their impact on organisms.

Or in mathematics, instead of ‘watch the video on derivatives’, ask them to summarize the Power Rule of Derivatives in their own words or create a short guide to explain to peers how to use it.

Teach students to become active learners

Students who are more used to structured learning and teacher-led instruction may struggle to adapt to the flipped classroom model. Help them make the transition successfully by teaching them strategies for taking notes, assessing materials, and minimizing distractions at home. Read more on essential study skills for students.

Remember, it's not just the students’ responsibility to engage with materials—it's your responsibility to make the materials engaging. Include interactive elements to keep students interested and alert, like quizzes, simulations, and gamification.

Quiz students before class

Before starting face-to-face classes, quiz students to assess their understanding of the subject matter. This helps the educator pitch the class at the right level for students’ knowledge and also provides insights into both how well students are preparing for class and the efficacy of the teaching materials (Somaa, 2024).

It also holds students more accountable for their learning. Consider asking students to blog about their self-directed learning experience, or require them to hand in a brief written summary at the start of class, to expand formative assessment opportunities.

Collaborate on a library of content

Collaborate with colleagues to create a bank of materials that aren’t time-bound, so that they can be shared and used for future cohorts. This reduces the additional work required during the implementation phase of a flipped classroom model, though doesn’t eliminate it, as reported in Times Higher Education.

Create and curate a range of materials to cater to different learning styles—including reading materials, audio and video content, and interactive tools (see tools and technology section below).

Maximize in-class time

To maximize the benefit of the flipped classroom approach, design structured activities that allow students to apply concepts learned through their pre-class materials.

For example, discussing case studies, role-playing, and debates are strong teacher-led activities. Also, encourage peer-to-peer collaboration, such as having students explain concepts to one another, or design experiments together to test hypotheses.

To support active participation, ensure the classroom is set up to facilitate practical activities, such as circle seating to support peer-to-peer discussions, or clusters of desks to support group work. Educators should circulate within the class to answer questions and enable constructive peer engagement.

Useful tools and technology for flipped learning

According to Kim et al.’s flipped learning design principles, the flipped classroom model should use intuitive and familiar technology to support student learning.

Fortunately, the current generation of students is exposed to a wide range of technologies, which should make the transition easier (Somaa, 2024).

Here are some current tools that can be useful for educators implementing flipped learning

1. Tools like Google Classroom or LMSs can provide centralized access to pre-class materials.
2. Platforms like Edpuzzle and Khan Academy can be used to create and source learning resources.
3. Screencasting platforms like Loom are useful for recording instructional videos.
4. AI tools like HeyGen can turn audio into video using avatars.
5. Gradescope supports more frequent formative assessment through quick creation of quizzes and assessments to engage and evaluate learners.

Final thoughts on flipped classrooms

With the flipped classroom believed to increase student engagement and improve learning outcomes, there’s clear appeal for educators.

However, there are technical barriers to overcome on both sides of the equation—to ensure institutions can provide engaging at-home learning materials, and reduce the risk of students being disadvantaged through lack of access to technology.

If these issues can be overcome, flipped learning could be fruitfully incorporated into teaching strategies, allowing students more autonomy over their learning, including pace, place, and chosen materials.